In this wide-ranging and richly detailed book Alan Richardson addresses many issues in literary and educational history never before examined together. The result is an unprecedented study of how transformations in schooling and literacy in Britain between 1780 and 1832 helped shape the provision of literature as we know it. In chapters focused on such topics as definitions of childhood, educational methods and institutions, children's literature, female education, and publishing ventures aimed at working-class adults, Richardson demonstrates how literary genres, from fairy tales to epic poems, were enlisted in an ambitious program for transforming social relations through reading and education. Themes include literary developments such as the domestic novel, a sanitized and age-stratified literature for children, the invention of 'popular' literature, and the constitution of 'Literature' itself in the modern sense. Romantic texts - by Wordsworth, Shelley, Blake, and Yearsley among others - are reinterpreted in the light of the complex historical and social issues which inform them, and which they in turn critically address.

American Romanticism and the Popularization of Literary Education focuses on three Romantic educational genres and their institutional and media contexts: the conversation, literary journalism, and the public lecture. The genres discussed in this book illustrate the ways in which the Transcendentalists engaged nineteenthcentury media and educational institutions in order to fully realize their projects. The book also charts the development from the semi-public conversational platforms such as Alcott’s Temple School and Fuller’s conversations for women in the 1830s to the increasingly public periodical culture and lecture platforms of the 1840s and the early 1850s. This expansion caused a reconsideration of the meaning and function of Romanticism.

American publishing in the long nineteenth century was flooded with readers, primers, teaching-training manuals, children’s literature, and popular periodicals aimed at families. These publications attest to an abiding faith in the power of pedagogy that has its roots in transatlantic Romantic conceptions of pedagogy and literacy. The essays in this collection examine the on-going influence of Romanticism in the long nineteenth century on American thinking about education, as depicted in literary texts, in historical accounts of classroom dynamics, or in pedagogical treatises. They also point out that though this influence was generally progressive, the benefits of this social change did not reach many parts of American society. This book is therefore an important reference for scholars of Romantic studies, American studies, historical pedagogy and education.

In this wide-ranging and richly detailed book Alan Richardson addresses many issues in literary and educational history never before examined together. The result is an unprecedented study of how transformations in schooling and literacy in Britain between 1780 and 1832 helped shape the provision of literature as we know it. In chapters focused on such topics as definitions of childhood, educational methods and institutions, children's literature, female education, and publishing ventures aimed at working-class adults, Richardson demonstrates how literary genres, from fairy tales to epic poems, were enlisted in an ambitious program for transforming social relations through reading and education. Themes include literary developments such as the domestic novel, a sanitized and age-stratified literature for children, the invention of 'popular' literature, and the constitution of 'Literature' itself in the modern sense. Romantic texts - by Wordsworth, Shelley, Blake, and Yearsley among others - are reinterpreted in the light of the complex historical and social issues which inform them, and which they in turn critically address.

These essays document and examine the transformation of children's literature during the Romantic period, and trace Romanticism's influence on Victorian children's literature using a variety of critical approaches, including neo-historicist, feminist, mythic, reader-response, and formalist.

This international collection of essays by leading authorities in literature and education presents the first comprehensive view of the impact of Romanticism on education over the course of the last two centuries. Romanticism’s reconception of self, nature, writing and the imagination forms a chapter of intellectual history that has led to a number of innovative programs in the schools. The book returns to the educational thinking of key figures from the time—Rousseau, Wordsworth, Mary Shelley and Coleridge—before charting their influence on such historical and contemporary developments as Montessori schools, art education, free schools and current writing programs. The contributors tend to challenge common assumptions concerning Romanticism and do not shy away from its darker side; their work encompasses both theoretical considerations of Romantic and post-modern conceptions of the self and practical concerns with Romanticism’s potential for the school curriculum. The Educational Legacy of Romanticism represents a multi-disciplinary inquiry into the continuing influence which cultural endeavours can have on the social practices of society.

Historical Narrative Offers Introduction to Romanticism by Placing Key Figures in Overall Social Context Going beyond the general literary survey, A History of Romantic Literature examines the literatures of sensibility and intensity as well as the aesthetic dimensions of horror and terror, sublimity and ecstasy, by providing a richly integrated account of shared themes, interests, innovations, rivalries and disputes among the writers of the late eighteenth and early nineteenth centuries. Drawing from the assemblage theory, Prof. Burwick maintains that the literature of the period is inseparable from prevailing economic conditions and ongoing political and religious turmoil, as well as developments in physics, astronomy, music and art. Thus, rather than deal with authors as if they worked in isolation from society, he identifies and describes their interactions with their communities and with one another, as well as their responses to current events. By connecting seemingly scattered and random events such as the bank crisis of 1825, he weaves the coincidental into a coherent narrative of the networking that informed the rise and progress of Romanticism. Notable features of the book include: A strong narrative structure divided into four major chronological periods: Revolution, 1789-1798; Napoleonic Wars, 1799-1815; Riots, 1815-1820; Reform, 1821-1832 Thorough coverage of major and minor figures and institutions of the Romantic movement (including Mary Wollstonecraft, Elizabeth Montague and the Bluestockings, Lord Byron, John Keats, Letitia Elizabeth Landon etc.) Emphasis on the influence of social networks among authors, such as informal dinners and teas, clubs, salons and more formal institutions With its extensive coverage and insightful analysis set within a lively historical narrative, History of Romantic Literature is highly recommended for courses on British Romanticism at both undergraduate and post-graduate levels. It will also prove a highly useful reference for advanced scholars pursuing their own research.

The Romantic Period was one of the most exciting periods in English literary history. This book provides a comprehensive and up-to-date account of the intellectual and cultural background to Romantic literature. It is accessibly written and avoids theoretical jargon, providing a solid foundation for students to make their own sense of the poetry, fiction and other creative writing that emerged as part of the Romantic literary tradition.

Explores a vital aspect of British Romanticism, the role of illustration in Romantic-era literary texts and visual culture.

This book provides new period-appropriate concepts for understanding Romantic-era physical disability through function and aesthetics.